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Intensive Teaching Objectives and Targets
with Examples
This is a list of objectives/targets that are often taught using Intensive Teaching (IT).
However, it is NOT a complete curriculum.
For most objectives (vocal imitation, receptive language, etc.), targets are listed in the
order in which they generally should be taught. However, for some objectives, targets
may be taught out of order (e.g., functional play) depending on the specific skill and
child’s goals/needs.
Targets should be generalized across people, settings, behaviors, and stimuli. Also, IT
sessions and classroom activities can incorporate multiple objectives/targets. For
example, peer play can work on imitation, fine motor, pretend play, and social language
skills.
Objective: Motor Imitation
Imitates gross motor movements
Instruction: “Do this” [gross motor movement]
Example: “Do this” arms up
Imitates actions with objects
Instruction: “Do this” [action with object]
Example: “Do this” throw/roll/bounce ball
Imitates actions away from chair
Instruction: “Do this” [action away from chair]
Example: “Do this” knock on door
Imitates fine motor movements
Instruction: “Do this” [fine motor movement]
Example: “Do this” point index finger
Imitates 2-step motor movements
Instruction: “Do this” [2-step motor movement]
Example: “Do this” touch head then stomp feet
Advanced imitation (finer discriminations)
Instruction: “Do this” [motor movement]
Example: “Do this” raise one vs. two arms
Objective: Vocal Imitation
Imitates oral-motor movements
Instruction: “Do this” [oral-motor movement]
Example: “Do this” tap teeth
Imitates object manipulation with sound
Instruction: “Do this” [object manipulation + sound]
Example: “Do this” make lion walk + “roar”
Imitates vowel and consonant sounds
Instruction: just say the target sound
Example: “Ah”
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Imitates blended sounds
Instruction: just say the target sound
Example: M + ah, oh, oo, ee, ay
Imitates modulation
Instruction: just say the target sound
Example: long/short (“Oh” vs. “Ooooooh”)
Imitates single words
Instruction: just say the target word
Example: any single word
Imitates 2 and 3-word phrases
Instruction: just say the target phrase
Example: “Hi [name of person]”
Imitates 4 and 5-word phrases
Instruction: just say the target phrase
Example: “I want more crackers please”
Objective: Fine Motor
Targets can be taught as imitation or receptive instruction
Separates pop beads
Unscrews and replaces lids
Pours from large container
Strings 1” beads on string or shoelace
Snips paper
Folds paper
Cuts with scissors along 1” line
Laces lacing cards
Zips and unzips
Buttons and unbuttons
Snaps and unsnaps
Squeezes hole punch
Connects the dots
Squeezes tube
Draws in path (maze)
Draws human figure or face with features
Cuts out shapes
Glues/pastes
Colors within the lines
Ties knot
Objective: Receptive Language
Use a variety of instructions: “Touch _____”, “Find the _____”, “Give me the _____”,
“Where’s the _____”, etc. Start with a field of three; the field size can increase as the
child progresses.
Follows one-step instructions with objects
Example: “Rock doll”
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Follows one-step instructions
Example: “Tap table”
Follows two-step instructions
Example: any items taught as one-step instructions with objects or one-step
instructions
Identifies body parts (3-D or pictures)
Instruction: “Where are/is your [body part]?”
Example: “Where are your knees?”
Identifies objects (3-D or pictures)
Instruction: Present field of 3 objects/ pictures – “Give me the [object or item in
picture]”
Example: field of 3 objects (spoon, book, car) – “Give me the car”
Identifies pictures of actions
Instruction: Present field of 3 pictures – “Find [action]”
Example: field of 3 pictures (sleeping, jumping, eating) – “Find jumping”
Identifies people (3-D or pictures)
Instruction: Have different people present or field of 3 pictures - “Point to
[person]”
Example: field of 3 pictures (instructor, SLP, child) – “Point to [instructor’s name]”
Identifies pictures of places/rooms
Instruction: Present field of 3 pictures – “Show me the [name of place or room]”
Example: field of 3 pictures (playground, gym, classroom) – “Show me the gym”
Retrieves two items
Instruction: Present field of various items “Get the [objects]”, “Give me the
[objects]”
Example: field of 5 objects (cup, book, shoe, hat, pencil) – “Give me the hat and
book”
Identifies sizes
Instruction: Present field of 3 objects – “Find [size]”
Example: field of 3 objects (small, medium, large blocks) – “Find big”
Identifies colors
Instruction: Present field of 3 objects or color flash cards – “Touch [color]”
Example: field of 3 objects (red, blue, and green crayons) – “Touch blue”
Identifies shapes
Instruction: Present field of 3 objects or shape flash cards – “Find the [shape]”
Example: field of 3 shape flash cards (triangle, circle, star) – “Find the circle”
Identifies color/object combination
Instruction: Present field of various items – “Point to the [color/object
combination]”
Example: field of 4 objects (red crayon, red block, blue crayon, blue block) –
“Point to the blue crayon”
Identifies two abstract attributes combined
Instruction: Present field of various items – “Find the [attributes]”
Example: field of 4 pictures (big circle, little circle, big square, little square) –
“Find the big square”
Identifies three attributes combines
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Instruction: Present field of various items – “Touch the [attributes]”
Example: field of 4 objects (big red block, little red block, big blue block, little blue
block) – “Touch the little blue block”
Identifies pictures of emotions
Instruction: Present field of 3 pictures – “Point to [emotion]”
Example: field of 3 pictures (happy, sad, angry) – “Point to happy”
Identifies pictures of community helpers
Instruction: Present field of 3 pictures – “Where’s the [community helper]?”
Example: field of 3 pictures (police officer, fire fighter, nurse) – “Where’s the
nurse?”
Identifies gender
Instruction: Present field of 3 pictures – “Point to the [gender]”
Example: “Point to the boy”
Identifies prepositions
Instruction: “Put the [object] [preposition] the [stationary object]”
Example: “Put the block under the table”
Identifies pronouns
Instruction: “Point to [pronoun] [object or body part]”
Example: “Point to your nose”
Identifies object/picture when given a feature
Instruction: Present field of 3 objects/ pictures – “Show me the one with [feature]”
Example: field of 3 objects (truck, plastic bird, marker) – “Show me the one with
wings”
Identifies object/picture when given a function
Instruction: Present field of 3 objects/ pictures “Give me the one that you
[function] with”
Example: field of 3 objects (pen, book, shoe) – “Give me the one that you write
with”
Identifies object/picture when given a class
Instruction: Present field of 3 objects/ pictures – “Show me the [class]”
Example: field of 3 pictures (crayon, apple, dog) – “Show me the animal”
Objective: Expressive Language
Labels body parts (3-D or pictures)
Instruction: Point to body part and ask “What’s this?”
Example: Point to your mouth and ask “What’s this?”
Labels objects (3-D or pictures)
Instruction: Hold up object or show picture of object and ask “What’s this?”
Example: Show picture of a school bus and ask “What’s this?”
Labels actions (3-D or pictures)
Instruction: Demonstrate action or show picture of action and ask “What is/are
[person/ pronoun] doing?”
Example: Demonstrate clapping – “What am I doing?”
Labels people (3-D or pictures)
Instruction: Point to person or show picture of person and ask “Who is that/this?”
Example: Point to another teacher – “Who is that?”
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Labels colors
Instruction: Present color cards or different colored objects and ask “What color?”
Example: Hold up a red mega block – “What color?”
Labels shapes
Instruction: Present shape cards or different shaped objects and ask “What
shape?”
Example: Hold up flash card of a rectangle – “What shape?”
Labels places/rooms (3-D or pictures)
Instruction: Take the child to place or room or show picture of place or room and
ask “What/ where is this?”
Example: Show picture of the bathroom – “What is this?”
Labels emotions (3-D or pictures)
Instruction: Demonstrate facial expression or show an emotion flash card and
ask “What emotion is this?” or “How am/is [person or pronoun] feeling?”
Example: Smile and ask “How am I feeling?”
Labels pictures of community helpers
Instruction: Show picture of community helper and ask “Who is this?”
Example: Show picture of a fire fighter – “Who is this?”
Labels prepositions
Instruction: Using a stationary and a moveable object, demonstrate various
prepositions and ask “Where is the [moveable object]?”
Example: Place the book next to the chair – “Where is the book?”
Labels pronouns
Instruction: Touch child’s or instructor’s object or body part and ask “Whose
[object or body part]?”
Example: Touch child’s nose – “Whose nose?”
Names item when given a feature
Instruction: “Tell me something with [feature]”
Example: “Tell me something with wings”
Names item when given a function
Instruction: “What do you [function] with?”
Example: “What do you write with?”
Names item when given a class
Instruction: “Name a/an [class]”
Example: “Name an animal”
Gives the opposite
Instruction: “What’s the opposite of _____?”
Example: “What’s the opposite of open?”
Says whether two objects/pictures are the same or different
Instruction: Present two objects or pictures and ask “Are these the same or
different?”
Example: Present a cup and spoon – “Are these the same?”
Says “I don’t know” or “I don’t understand” when appropriate
Instruction: Present an unfamiliar object and ask “What is this?”
Example: Present a wrench and ask “What is this?”
Uses present tense
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Instruction: Demonstrate an action and ask “What am I doing?” or have the child
perform an action and ask “What are you doing?”
Example: Say “Stand up”, while the child is standing ask “What are you doing?”
Uses past tense
Instruction: Demonstrate an action, stop, then ask “What did I do?” or have the
child perform an action, stop him, then ask “What did you do?”
Example: Demonstrate clapping hands, stop, then ask “What did I do?”
Uses future tense
Instruction: Tell child to perform an action, delay him from starting, and ask “What
are you doing to do?”
Example: Say “Open the door”, as he’s walking to the door ask “What are you
going to do?”
Labels plurals
Instruction: Present one or a pile of multiple objects and ask “What is it?”
Example: Present a pile of cars – “What is it?” (child should say cars not car)
Matches verb form with singular vs. plural subject
Instruction: Show picture of action and ask “What’s happening?”
Example: Show picture of puppies sleeping – “What’s happing?”
Answers reasoning questions
Example: “What should you do when you’re sick?”
Identifies and corrects absurdities
Instruction: Show absurdity, ask “What’s wrong?”, then say “Fix it”
Example: Show Mr. Potato Head with his nose where the eyes go, ask “What’s
wrong?”, then say “Fix it”
Completes analogies
Example: “An elephant is big; a mouse is _____”)
Recalls past events
Example: “What did you do yesterday after school?”
Objective: Social Language
Requests desired objects, actions, and activities
Example: child says “I want tickles”
Reciprocates greeting
Example: peer says “Hi [child’s name]”, child responds “Hi [peer’s name]”
Responds to yes/no questions
Example: “Do you want water?”
Fills-in missing word from phrases and songs
Example: “The wheels on the _____ (bus)”
Uses sentence stems
Example: “I have _____”
Uses gestures
Example: instructor asks “Are you a boy?”, child nods yes
Responds to gestures
Example: instructor puts her finger over her lips, child stops talking
Comments to show interest or elicit other person’s interest
Example: child says “I did it!” or “Look [person’s name]”
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Verbally expresses displeasure
Example: child says “Stop it” when annoyed
Answers wh- and how questions
Example: ask child “Where do you live?”
Asks wh- and how questions
Example: instructor holds up a bag, tells the child “I have something for you”,
child asks “What is it?”
Asks reciprocal questions
Example: peer asks “How old are you?”, child says “Five, how old are you?”
Responds to statement w/ statement
Example: new peer in class says “My name is ___”, child says “My name is ___”
Responds to statement w/ question
Example: instructor says “I have a dog”, child says “What’s his name?”
Responds to statement w/ negative statement
Example: peer says “I like blue”, child says “I don’t like blue, I like red”
Objective: Functional Play
Targets can be taught as imitation or receptive instruction
Completes shape sorter
Plays with balls
Builds with blocks, legos, duplos, etc.
Plays with trucks, cars, trains, etc.
Plays with dolls, puppets, action figures, etc.
Plays with various toys (e.g., yo-yo, bubbles, slinky)
Follows play scripts
Plays with play sets (e.g., car ramp, doll house)
Plays with kits (e.g., Mr. Potato Head, Erector Set Jr.)
Objective: Pretend Play
Targets can be taught as imitation or receptive instruction
Engages in functional pretend play
Example: child feeds doll with spoon
Uses object to stand for another object
Example: child uses block as a car
Engages in dramatic play
Example: child plays dress-up
Objective: Social Play
Engages in simple, structured interaction with peers
Example: child rolls ball back and forth with a peer
Engages in cooperative tasks with peers
Example: child builds block tower with a peer
Takes turns and shares with peers
Example: child takes turns with peer while playing Barnyard Bingo
Asks to join peer play activities
Example: child goes up to peers playing with cars and says “Can I play?”
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Plays table games with peers
Example: child plays Old Maid with one or more peers
Plays movement games with peers
Example: child plays duck-duck-goose with peers
Objective: Visual Performance
Completes pegboards
Instruction: “Do the pegboard” or “Put pegs in”
Completes inset puzzles
Instruction: “Do the puzzle”
Completes jigsaw puzzles
Instruction: “Do the puzzle”
Matches identical object-to-object
Instruction: “Match the [object]”
Example: field of 3 objects (block, spoon, cup), hand the child a second cup, say
“Match the cup”
Matches identical picture-to-picture
Instruction: “Match the [item in picture]”
Example: field of 3 pictures (dog, cat, pig), hand the child a second dog picture,
say “Match the dog”
Matches color-to-color
Instruction: “Match [color]”
Example: field of 3 objects (red, blue, and green blocks), hand the child a second
green block, say “Match green”
Matches shape-to-shape
Instruction: “Match the [shape]”
Example: field of 3 shape cards (square, rectangle, circle), hand the child a
second circle, say “Match the circle”
Matches size-to-size
Instruction: “Match the [size]”
Example: field of 3 blocks (small, medium, large), hand the child a second small
block, say “Match the small block”
Matches object-to-picture
Instruction: “Match the [object]”
Example: field of 3 pictures (bike, car, truck), hand the child a toy car, say “Match
the car”
Matches picture-to-object
Instruction: “Match the [picture]”
Example: field of 3 objects (cup, fork, spoon), hand the child a picture of a spoon,
say “Match the spoon”
Matches multiple features (color, shape, size combinations)
Instruction: “Match the [color, shape, size combination)
Example: field of 4 pictures (red circle, red square, blue circle, blue square), hand
child a second blue circle, and say “Match the blue circle”
Sorts non-identical objects
Instruction: “Sort”
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Example: put one red bead and one blue bead on the table (or in separate
containers), hand child a container of mixed red and blue beads, and say “Sort”
Sorts non-identical pictures
Instruction: “Sort”
Example: hand child a stack of mixed pictures of dogs and birds, and say “Sort”
Matches objects/pictures that go together
Instruction: “What does this go with?”
Example: field of 3 objects (sock, train, crayon), hand child a shoe, and ask
“What does this go with?”
Matches pictures of faces that depict the same emotion
Instruction: “Match [emotion]”
Example: field of 3 pictures (happy, sad, angry), hand child a second picture of a
boy who’s happy, and say “Match happy”
Completes patterns
Instruction: “What comes next?”
Example: red block, blue block, red block, blue block, red block – “What comes
next”
Sequences story cards
Instruction: “Put these in order”
Example: give the child 4 story cards (boy making a sandwich) – “Put these in
order”
Objective: Reading
Matches letter-to-letter
Instruction: “Match [letter __ ]”
Example: field of 3 letters (C, G, S), hand the child a second letter G, and say
“Match G”
Matches word-to-word
Instruction: “Match [word]”
Example: field of 3 word cards (cup, watch, foot), hand the child a second cup
word card, and say “Match cup”
Matches single letters to word in left-to-right order
Instruction: “Match the letters”
Example: card with the word CAT, hand child three cards (C, A, T), and say
“Match the letters”
Recites alphabet
Instruction: “Say the alphabet” or “Say your ABCs”
Receptively identifies uppercase and lowercase letters
Instruction: “Find [letter __ ]”
Example: field of 3 letters (O, P, Q) – “Find letter Q”
Expressively labels uppercase and lowercase letters
Instruction: hold up letter card and say “What letter is this?”
Sequences three letter cards
Instruction: give child 3 letter cards – “Put these in order”
Sequences four to six letter cards
Instruction: give child 4-6 letter cards – “Put these in order”
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Says letter sound when given letter
Instruction: “What sound does the [letter __ ] make?”
Example: “What sound does the letter P make?”
Matches word-to-object/word to picture
Instruction: “Match with the [picture or object name]”
Example: field of 3 objects (ball, shoe, car) – Hold up shoe word card, ask “What
does this say?”, have child read card, then give him the card and say “Match with
the shoe”
Receptively identifies name from an array of names
Instruction: “Find [child’s name]” or “Find your name?”
Example: field of 3 names (John, Steven, Chris) – “Find your name”
Receptively identifies words
Instruction: “Which one says [word]”
Example: field of 3 words (exit, open, stop) – “Which one says exit”
Reads name
Instruction: Present child’s name written on a notecard or paper – “What does
this say?”
Reads words
Instruction: Present word written on a notecard or paper – “What does this say?”
Spells words orally
Instruction: “Spell [word]”
Example: “Spell jump”
Reads sentences
Instruction: Present sentence written on a notecard or paper – “What does this
say?”
Matches phrases to pictures
Instruction: “Match with the picture”
Example: field of 3 pictures (boy drinking, girl eating, man reading), hand child
card with the phrase “Man is reading”, ask “What does this say?”, have him read
the card, then give him the card and say “Match with the picture”
Answers questions about a story
Instruction: “What did [person] do?”
Example: Read the child a short story, afterwards ask “What did the boy do at the
park?”
Guesses what happens next in a story
Instruction: “What do you think happens next?”
Retells/summarizes story
Instruction: “What was the story about?” or “Tell me about the book”
Follows written instructions
Example: “Write your name”
Objective: Writing
Traces horizontal and vertical lines
Instruction: “Trace” or “Trace the line”
Traces shapes
Instruction: “Trace” or “Trace the [shape]”
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Traces letters and numbers
Instruction: “Trace” or “Trace the [letter or number]”
Traces first and last names
Instruction: “Trace” or “Trace your name”
Copies horizontal and vertical lines
Instruction: “Copy” or “Copy the line”
Copies shapes
Instruction: “Copy” or “Copy the [shape]”
Copies letters and numbers
Instruction: “Copy” or “Copy the [letter or number]”
Copies first and last names
Instruction: “Copy” or “Copy your name”
Prints letters
Instruction: “Write [letter __ ]”
Prints numbers
Instruction: “Write [number __ ]”
Prints first name
Instruction: “Write your name” or “Write your first name”
Prints last name
Instruction: “Write your last name”
Objective: Math
Arranges up to five objects by size
Instruction: “Put these in order”
Matches number-to-number
Instruction: “Match [number]”
Example: field of 3 number cards, give child a second number 3, say “Match
three”
Receptively identifies numbers
Instruction: “Find [number]”
Example: field of 3 number cards (four, six, nine) – “Find four”
Expressively labels numbers
Instruction: “What number is this?”
Example: present number five card – “What number is this?”
Sequences three number cards
Instruction: “Put these in order”
Example: give three number cards (one, two, three) and say “Put these in order”
Sequences four to six number cards
Instruction: “Put these in order”
Example: give four number cards (one, two, three, four) and say “Put these in
order”
Rote counts
Instruction: “Count to [number]”
Example: “Count to ten”
Counts one object at a time from left to right
Instruction: “Count”
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Example: present five crayons in a row and say “Count the crayons”
Matches number with quantity of items
Instruction: “Match [number]”
Example: present three cards with varying numbers of stickers, etc. (one, two,
four), hand child a number four flash card, and say “Match four”
Receptively identifies quantitative concepts
Instruction: “Which one is [quantitative concept]?”
Example: field of two pictures (full cup, empty cup) – “Which one is empty?”
Answers questions about time
Example: “When do you eat breakfast?”
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